Neftaly Online Course SAQA 11516699644

Associated Assessment Criteria for Exit Level Outcome 1:
Aspects that constitute the field of Technology Education are described.
International and national perspectives of Technology Education are analysed.
Acquired knowledge is applied in the Technology classrooms to enhance learning.
Multiple sources of knowledge in the field of Technology Education are interrogated.

Associated Assessment Criteria for Exit Level Outcome 2:
Strategies to address complexities and uncertainties in selecting and transferring standard procedures and techniques involved in Technology Education are understood and taken into account when applied in the classroom.
The different perspectives of the term Technology Education are critically assessed.
The historical development of Technology Education is explained as part of the school Curriculum.
International and national views on various aspects of Technology Education are compared.

Associated Assessment Criteria for Exit Level Outcome 3:
Different types of research are identified.
Research questions in the field of Technology Education are formulated.
Literature review in the context of Technology Education is done.
Data is gathered using a variety of data gathering tools and techniques.
Data from various theoretical perspectives is analysed.
Conclusions are drawn and data is presented in an academically acceptable manner to a variety of audiences.

Associated Assessment Criteria for Exit Level Outcome 4:
Various principles for drawing in the context of Mechanical, Civil and Electrical Technology are described.
Various principles of drawing to compile engineering drawings in the context of Mechanical, Civil and Electrical Technology are implemented.
Mechanical, Civil and Electrical Systems in Technology Education are differentiated and the inter-relationship and integration of these systems is explained.
Different materials and structures used in Technology Education are analysed.
Computer software of CAD and AutoCAD is used to compile drawings in the context of Mechanical, Civil and Electrical Technology.
Proficiency and competencies including information literacy are communicated orally and in written form through numeracy and technology applications in order to exhibit the potential to act as academic leaders and experts in the field of Technology Education.

Integrated Assessment:
The Assessment Policy of the institution states amongst other aspects that:
Learners will be assessed on an on-going basis using appropriate methods which must provide evidence that learners have achieved the stated learning outcomes and the assessment criteria.

Assessments will be aligned with stated learning outcomes. The assessment will be systematic, regular and formative in nature. Assessors will design assessments that are relevant and sufficient and promote integration and autonomy of learning.

An assessment plan will be included in each Study Guide which will include a schedule of assessments to be conducted during the year, the assessment criteria, assessment methods, weighting and timing of assessment. In accordance with these guidelines an assessment plan is included in all study guides which includes a schedule of assessments with the assessment criteria, assessment methods, assessment tools for example rubrics, weighting of assessments and scheduled dates for assessment. The following table provides information for each module on the description of the number and types of tests/assignments/projects and case studies:
Description of the number and types of tests/assignments/projects/case studies.
No Formal examination – Presentation of the Research Project 35%.
Internal and external moderation/examination.
In accordance with the Assessment policy of the institution, the following guidelines regarding internal and external examination and moderation will apply.